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Peer-assisted vs. AI-assisted Collaborative Writing: Production Quality and Learners’ Perceptions | ||
| Journal of English Language Teaching and Learning | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 28 مهر 1404 | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2025.68919.2818 | ||
| نویسنده | ||
| sahar Z Alavi* | ||
| University of Bojnord | ||
| چکیده | ||
| Although peer-assisted collaborative writing has been examined extensively, the development of artificial intelligence (AI) highlights the importance of investigating how AI might affect the way students write and perceive writing. Drawing on the sociocultural theory, the present mixed-methods study examined learners’ integration of AI in their writing process. The participants included 40 TEFL students, randomly assigned to either the peer-assisted collaborative writing or AI-assisted collaborative writing groups. In the first phase of the study, a pretest and a posttest were administered to both groups. They were analyzed in terms of different measures of complexity, accuracy, and fluency features. A series of paired and independent t-tests was used to compare the two groups in each measure. Although there was no difference between the groups in terms of complexity and fluency, learners in the peer-assisted group outperformed those in the AI-assisted group in terms of accuracy measures. In the second phase of the study, a semi-structured interview was conducted to detect each group’s perceptions of their writing experiences. It was found that learners in the peer-scaffolded group were more satisfied with their writing and experienced less boredom during writing. | ||
| کلیدواژهها | ||
| AI-assisted writing؛ peer-assisted writing؛ perceptions | ||
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